Instructional practices of teachers enrolled in educational technology and general education programs     

Marcie J. Bober  Howard J. Sullivan  Deborah L. Lowther  Patrick Harrison 《Educational technology research and development : ETR & D》1998,46(3):81-97

This study investigated classroom practices of 38 teachers enrolled in university masters' degree programs in educational technology and in other areas of education. The classroom practices related to five key concepts associated with educational technology: (a) learner-centered instruction, (b) instructional design, (c) media and technology, (d) assessment, and (e) instructional alignment. Teachers rated their frequency of use of desirable practices in these five areas on a 30-item Likert type survey. In addition, one class of students per teacher rated its own teacher's frequency of use of the practices on 20 items parallel to items on the teacher survey. The mean overall rating across all teachers for the classroom practice items was very close to Often, or 4.0, on the 5-point scale. There were few reported differences between the teachers enrolled in educational technology programs and those enrolled in other education programs. Student ratings indicated less frequent teacher use of the desirable practices on 16 of the 20 common items, with significantly lower student ratings on 8 of these items. However, there was strong teacher-student agreement on several other comparisons.The study reported in this article was conducted as a doctoral dissertation at Arizona State University.  相似文献   

Teaching Science Effectively With Analogies: An Approach for Preservice and Inservice Teacher Education   总被引：1，自引：0，他引：1  

Treagust  David F.  Harrison  Allan G.  Venville  Grady J. 《Journal of Science Teacher Education》1998,9(2):85-101

Journal of Science Teacher Education -  相似文献   

Continuing professional development needs and activities of school psychologists     

Evelyn Fowler  Patti L. Harrison 《Psychology in the schools》2001,38(1):75-88

The study investigated school psychologists' continuing professional development (CPD) needs and their relationship to selected demographic factors, preservice training, incentives, and typical engagement in various CPD activities. A survey questionnaire was mailed to 500 randomly selected National Association of School Psychologists (NASP) members, and responses were received from 235. Respondents reported their greatest CPD needs to be in the areas of direct service and consultation. No demographic variables were related to respondents' CPD needs. Few preservice training or incentive factors were related to CPD needs. Respondents' perceived value of preservice training in CPD management was related to their CPD needs, but few respondents reported that they had received this type of preservice training. Several personal incentives for CPD, including self‐assessment of CPD needs, opportunity to practice new skills and receive feedback during CPD training, and opportunity to evaluate the effectiveness of CPD training and CPD goal attainment were related to CPD needs. Respondents' CPD needs in each specific skill area, including direct service, consultation, assessment, program planning and evaluation, supervision, and research, had significant but low correlations with the amount of actual CPD activity in the respective skill area. © 2001 John Wiley & Sons, Inc.  相似文献   

Labels of African American Ballers: A Historical and Contemporary Investigation of African American Male Youth's Depletion from America's Favorite Pastime, 1885–2000     

Eddie Comeaux  C. Keith Harrison 《Journal of American culture (Malden, Mass. : 2003)》2004,27(1):67-80

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Identifying high-quality centre-based childcare using quantitative data-sets: what the numbers do and don't tell us     

Marianne Fenech  Naomi Sweller  Linda Harrison 《International Journal of Early Years Education》2010,18(4):283-296

Quantitative approaches to defining and measuring quality in early childhood education and care (ECEC) have provided a key platform for policy development. Yet their strengths and limitations as informants of high-quality ECEC have not been tested. In this study we examine two sources of quantitative data collected over a five-year period for 74 long day care centres: (1) the Early Childhood Environment Rating Scale-Revised and Infant-Toddler Environment Rating Scale instruments which are well-established observational measures; and (2) Australia's nationally administered Quality Improvement and Accreditation System which involves a self-study and validation process. Correspondence over time and across measures was more consistent for the centres identified as providing lower quality ECEC. Variability in ratings of quality was more evident in lower quality centres, whereas high-quality centres showed less variability over time. High quality, however, was less consistently identified across measures. Discussion focuses on the strengths and limitations of these measures of quality, and the implications these have for policy development and future research.  相似文献   

Challenging discourses of aspiration: The role of expectations and attainment in access to higher education          下载免费PDF全文

Neil Harrison  Richard Waller 《British Educational Research Journal》2018,44(5):914-938

Raising the proportion of young people from disadvantaged backgrounds progressing to higher education has been a key policy objective for successive governments in the UK since the late 1990s. Often this has been conceptualised as a problem with their ‘aspirations’, with the solution being seen as the provision of ‘aspiration‐raising’ activities to promote higher education to those thought to have the potential to progress. Recent large‐scale studies cast strong doubt on this hypothesis by demonstrating that aspirations are not generally low, that different social groups have similar levels of aspiration and that school attainment accounts for nearly all the differences in participation rates between social groups. This article draws on data from a national project exploring efforts to widen participation across two generations of practitioner‐managers in England, focusing on their conceptualisations of the field and their constructions of ‘successful’ activities. It uses the lens of ‘possible selves’ (Markus & Nurius, 1986 ) to argue that too much policy emphasis has been placed on the aspirations of young people, rather than either their academic attainment or their expectations, which are shaped by the normative expectations of the adults surrounding them. In addition, the more expansive concepts of widening participation that were present a decade ago have become less common, with a shift towards activities with a clear role in institutional recruitment rather than social transformation. The article concludes with alternative suggestions for policy and practice.  相似文献   

Boundary Crossing during Pre-service Teacher Training: empowering or hampering professional growth?     

Christine Harrison 《Cultural Studies of Science Education》2018,13(4):1129-1133

Yuli Rahmawati’s paper presents an auto-ethnographic inquiry into her lived experiences as a science teacher in different countries. Through her reflections and analysis of events, Yuli captures and builds a model of her identity and explores the influence of inter- and intra-cultural perspectives in shaping how she recognizes herself and brings meaning to her professional life. Yuli’s insights and explanations of teaching within different cultural contexts highlight the importance of personally relevant and meaningful knowledge, where expectations and accepted norms, that might fit well within one community, may be seen quite differently in another. While for Yuli, this led to professional growth as she inquired and made sense of her new context, my concern is that the social and cultural change could, in some instances, lead to disengagement rather than professional growth. My concern is that the conflict that arises from boundary crossing may be experienced even stronger by inexperienced professionals, such as pre-service teachers. The learning trajectory of pre-service teachers is steep; they need to gain stronger knowledge of curriculum and pedagogy and an awareness of how their students learn. They also need to build confidence in their professional self and what they can do to support and trigger student learning. For this to happen, in the tight time frames available on teacher education courses, pre-service teachers need to understand and engage with the new community that they are placed in very quickly, to make sense of both their role and that of others within the community. This paper suggests that pre-service providers should carefully consider the learning opportunities offered by school contexts, that may vary dramatically from the social and cultural contexts experienced by their teachers as part of their own education, to prevent disengagement or misunderstanding hampering professional growth.  相似文献   

Evaluation of the Redesign of an Undergraduate Cell Biology Course          下载免费PDF全文

Laura April McEwen  dik Harris  Richard F. Schmid  Jackie Vogel  Tamara Western    Paul Harrison 《CBE life sciences education》2009,8(1):72-78

This article offers a case study of the evaluation of a redesigned and redeveloped laboratory-based cell biology course. The course was a compulsory element of the biology program, but the laboratory had become outdated and was inadequately equipped. With the support of a faculty-based teaching improvement project, the teaching team redesigned the course and re-equipped the laboratory, using a more learner-centered, constructivist approach. The focus of the article is on the project-supported evaluation of the redesign rather than the redesign per se. The evaluation involved aspects well beyond standard course assessments, including the gathering of self-reported data from the students concerning both the laboratory component and the technical skills associated with the course. The comparison of pre- and postdata gave valuable information to the teaching team on course design issues and skill acquisition. It is argued that the evaluation process was an effective use of the scarce resources of the teaching improvement project.  相似文献   

Urban Minority Ninth-Grade Students' Health-Related Fitness Knowledge     

Xiaofen Deng Keating  Louis Harrison Jr.  Brian Dauenhauer  Li Chen  Jianmin Guan 《Research quarterly for exercise and sport》2013,84(4):747-755

The purpose of the study was to examine Hispanic and other minority ninth-grade students' health-related fitness (HRF) knowledge, using FitSmart, a standardized test for high school students. The test consisted of 50 weighted multiple choice items, measuring six subcontent components. Means and standard deviations of the overall scores and the subcontent scores were computed. The findings suggested that students demonstrated mastery of one subcontent component but failed to meet passing values for all other subcontents and overall HRF knowledge. Female students outscored their male counterparts, but there was no difference for ethnicity. More efforts are needed to ensure that Hispanic and other minority high school students master fundamental HRF knowledge.  相似文献   

Faculty and Male Football and Basketball Players on University Campuses     

Keith C. Harrison  Eddie Comeaux  Michelle Plecha 《Research quarterly for exercise and sport》2013,84(2):277-284

Abstract

Four experiments examined the influence of observing a correct model (CM), a learning sequence model (LSM), and an incorrect model (IM) on the performance of two motor skills. The results of experiment 1 showed that the CM and LSM conditions facilitated performance on the first 10 trails, but not thereafter when compared to the IM group and a control group. Experiment 2 showed that performance estimation was improved by observing the CM and LSM conditions, indicating that information was conveyed by observing these models. Experiment 3 revealed pronounced modeling effects on a difficult motor skill for the CM and LSM conditions which were sustained throughout the 60 practice trials. Experiment 4 showed no differences in performance between a live model demonstrating correctly and a filmed model demonstrating correctly. The findings from the 4 experiments were discussed in terms of the information conveyed through observation and its function in the development of the cognitive components of a motor skill.  相似文献